• Korean Journal of Cognitive Science
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• v.13 no.3
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• pp.47-60
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• 2002

The study investigated the effects of types of presentation and cognitive load on multimedia learning. In experiment 1, subject were 90 elementary school students. The subject were assigned in three conditions: Narration and Text (NT) condition, Animation and Narration(AN) condition, Animation and Text(AT) condition. The result showed that AN condition improved the learning performances in comparison with AT condition, NT condition. Experiment 2 was administrated to 87 undergraduate students. They were participated in three conditions, also. The conditions were Animation and Text (AT) condition, Animation and Narration (AN) condition, Animation, Narration and Text (ANT) condition. the results showed that AN condition was greater in AT, ANT condition. The results from a series of these experiments imply that varying the types of presentation of identical learning materials had influences on the performances. Multimedia presentation(animation and verbal conditions) improved the learning performances in comparison with monomedia presentation(verbal condition), and the advantage was raised when learners were provided the learning material in the multimodal and multimedia environment(AN condition). Also, it came out that redundant text identical to narration disrupted learning when learners were in the picture (either animation or illustration) and narration conditions. Likewise, also for adults, performances were improved in the multimodal conditions and redundant text identical to narration was not helpful for learning. These results are evidences for the dual-coding theory and the cognitive load theory.

• Journal of the Korea Society of Computer and Information
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• v.11 no.4 s.42
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• pp.127-135
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• 2006

In the existing education using the globe. teaching contents are very simple and the relationship among learning units lacks a little bit because teaching materials are composed individually with the globe. Therefore, in this study, we developed the education glove system based on multimedia that is closely connected with teaching materials and the globe. This system is composed of the globe device and the learning software based on computer control. The globe device rotates itself on its axis as the solar center, and provides more efficient and visual education environment to students through the link between computer and the globe. The learning software provides the multimedia contents such as parallax, climate, culture, and education information about each country, and this software also can simulate the revolution of the earth around the sun. The globe device can be operated in off-line without the computer link. This system was developed by the industry cooperation and was displayed in the principal exhibitions. We have obtained positive results through the exhibitions and will promote the product in the future.

• Journal of Korea Multimedia Society
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• v.25 no.2
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• pp.311-324
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• 2022

In this paper, we adjusted the feedback and learning materials for each learning based on ARCS motivation which applied DEVS methodology. We designed the ARCS professor-student model that expresses the continuous change in the student's attitude toward the class according to the student's attention, relevance, confidence, and satisfaction. It was applied to computational thinking and data analysis classes Based on the designed model. Before and after class, the students were asked the same question and then analyzed for each part of the ARCS. It was observed that students' perceptions of Attention, Relevance, and Satisfaction were improved except for Confidence. we observed that the students themselves felt that they lacked a lot of confidence compared to other ARS through the analysis. Although, Confidence showed a 13.5% improvement after class but it was about 33% lower than the average of other ARS. However, when it was observed that students' self-confidence was 30% lower than other motivational factors it was confirmed that the part that leads C to a similar level in other ARS is necessary.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.239-256
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• 2006

With the rapid development in computer hardware and software in recent years, the contents and methods of teaching English have been altered greatly. The use of multimedia and the Internet as a means of language teaching is increasing as information technology accelerates. Using multimedia and the Internet in language teaching allows teachers to have more time to devote to interacting with their students. Above all, it arouses in students the motivation for learning and enables each student to study with the speed commensurate to his/her own ability. Both teachers and students can choose their own style that is most efficient for their classes. When students are efficiently stimulated through visual and auditory materials, they can be more easily motivated to utilize and develop creative techniques by using multimedia and the Internet. Thus, in the information age, it would be desirable to innovate the existing concepts of lineal education and allow more student-centered lessons to more readily expose students to contents and experiences according to their own demands.

• Journal of Korea Multimedia Society
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• v.6 no.4
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• pp.650-657
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• 2003

We describe a scheme for developing character-based interface within the context of an agent-based tutoring system in the Web environment. The ideas in this paper stem from original work representing aspects of human emotion in tutoring computer models, where may provide mote natural ways for students to communicate with digital learning materials. The proposed system model is a set of software services that enable developers to incorporate interactive animated characters into their Web pages designed for on-line lectures. The prototypical application is developed and shown for validating the applicability and the effectiveness of this model in real tutoring settings.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.183-197
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• 1998

Many schools of the secondary level have been recently carrying out 'differentiated class'based on ability grouping between classed(DC). They are usually consisted of three levels; high level available to enriched course, middle level, and low level available to supplemental course. Phrhaps, almost all of the schools might nave executed DC before 2000 year. To do this, a lots of teachers have to develop differentiated teaching and learning materials for themselves. But, these mateirals are usually consisted of differentiated mathematics not on 'content'but on 'items'. So, for the successful 7th differentiated curriculum, the issues such as teaching and learning methods, materials, and evaluation system should be considered in depth focused on DC. .Decide issues related to DC(for example, mathematical contents, methods, activities, class speed,extra)based not on teachers or experts but on students. .Differentiate teaching and learning mateirals according to DC and develop the materials(including guidelines, supplementary books, multimedia, extra) based not on mathematical items but on mathematical contents. .Introduce new mathematical concepts or laws using not only not only definition and explanation but also concrete examples or problems. .Suggest differentiated diverse projects related to mathematical subjects suitable to enhance students` thinking ability to each class. .Have students to develop projects successfully by collecting, representing, analyzing, and interpreting data through communications in a cooperative learning environment.

• Journal of the Korean Chemical Society
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• v.44 no.3
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• pp.249-257
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• 2000

This study was designed to develop learning materials of multimediafor general science instruction of high school.this learning material was made of HTML record for each middle unit according to the general science curriculum, and was included a variety of Ietter, graph, picture, drawing, animation, and other moving image materials. And it was composed five coursewares:Content, Dictionary, Science Story,lmage Material, and Questions.The learning material is uploaded an internet website under Science Education Research Institute of Kongju National University (http://science.kongju.ac.kr), and also is provided to a CD-ROM title.

• Journal of The Korean Association of Information Education
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• v.4 no.1
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• pp.57-71
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• 2000

Generally, Web Based Instruction has been deployed through whole studies, but the characteristic that is suit various WBI materials to a course of study is a important problem of instructional practice and it also has not to overlook. Therefore, Today's problem that is application of learning materials about the regional autonomy for Web Based Instruction, A plan that it can be solved in the social studies is propelling in this paper. Each of the whole country's region, the learning about the regional autonomy with centering around text, it is a text book, 'Social Investigation', that is developed specially is teaching until now, but developmental model of learning materials about the regional autonomy for Web Based Instruction is proposed by the efforts for improve this problem. Various learning materials about the regional autonomy for Web Based Instruction applied to learn our regional cultural life through the school homepage with based on this proposal. As a result of this study, By sloughing off old sensibility with centering around text, Student's Ability of self directed learning and solving problem is expanded with the dynamic multimedia regional Webpage's environment

• 제어로봇시스템학회:학술대회논문집
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• 2003.10a
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• pp.616-621
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• 2003

Until now, many networked robots have been connected to the Internet for the various applications. With these networked robots, very long distance teleoperation can be possible through the Internet. However, the promising area of the Internet-based teleoperation may be distance learning, because of several reasons such as the unpredictable characteristics of the Internet. In robotics class, students learn many theories about robots, but it is hard to perform the actual experiments for all students due to the rack of the real robots and safety problems. Some classes may introduce the virtual robot simulator for students to program the virtual robot and upload their program to operate the real robot through the off-line programming method. However, the students may also visit the laboratory when they want to use the real robot for testing their program. In this paper, we developed an Internet-based robot education system. The developed system was composed of two parts, the robotics class materials and the web-based Java3d robot simulator. That is, this system can provide two services for distance learning to the students through the Internet. The robotics class materials can be provided to the student as the multimedia contents on the web page. As well, the web-based robot simulator as the real experiment tool can help the students get good understanding about certain subject. So, the students can learn the required robotics theories and perform the real experiments from their web browser when they want to study themselves at any time.

• Journal of Korea Multimedia Society
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• v.7 no.7
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• pp.944-955
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• 2004

The modern society as a high-level information-oriented society lays a great emphasis on lifelong education. It emphasizes all the learners' creative learning ability and various teaching-learning methods as well. We need the self-directed learning to meet these requirements, and one of the solutions is the self-directed teaching-learning process employing the web. Though many educators, so far, developed a number of teaching materials, they are no more than web-based teaching materials for simple learning activities or simple item-bank systems. So, this paper suggests an problem-solving based and self-directed learning system on web in order to overcome such simplicities, and it shows design and implementation of the system. Suggested learning system enables learners to get thinking skill though self-directed control of learning level after they learn the basic concepts and principles on the web as self-directed learning. For example, the system was applied to mathematics education for a middle school students. It supports a test of questions chosen from the item bank in a self-directed way, and helps learners to understand their learning levels for themselves and to solve their questions through on-line discussions with their instructor. The system can also be helpful in improving the learners' learning effects by sharing mutual information through the data room or the Q&A between learners and learners or between learners and instructors.